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Education is the transmission of knowledge, skills, and character traits and manifests in various forms. Formal education occurs within a structured institutional framework, such as public schools, following a curriculum. Non-formal education also follows a structured approach but occurs outside the formal schooling system, while informal education entails unstructured learning through daily experiences. Formal and non-formal education are categorized into levels, including early childhood education, primary education, secondary education, and tertiary education. Other classifications focus on teaching methods, such as teacher-centered and student-centered education, and on subjects, such as science education, language education, and physical education. Additionally, the term "education" can denote the mental states and qualities of educated individuals and the academic field studying educational phenomena.
An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. Instructional designers focus on how to best structure material and instructional behavior to facilitate learning.
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. For a particular teaching method to be appropriate and efficient it has to take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence, or virtue, via the practice of teaching.
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. This concept is distinct from experiential learning, however experiential learning is a subfield and operates under the methodologies associated with experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture.
A didactic method is a teaching method that follows a consistent scientific approach or educational style to present information to students. The didactic method of instruction is often contrasted with dialectics and the Socratic method; the term can also be used to refer to a specific didactic method, as for instance constructivist didactics.
A hidden curriculum is a set of lessons "which are learned but not openly intended" to be taught in school such as the norms, values, and beliefs conveyed in both the classroom and social environment. In many cases, it occurs as a result of social interactions and expectations.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, but understandings of the construct have developed over time Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching practices. Although examples of culturally relevant teaching programs exist, implementing it can be challenging.
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
Science, technology, society and environment (STSE) education, originates from the science technology and society (STS) movement in science education. This is an outlook on science education that emphasizes the teaching of scientific and technological developments in their cultural, economic, social and political contexts. In this view of science education, students are encouraged to engage in issues pertaining to the impact of science on everyday life and make responsible decisions about how to address such issues
Values education is the process by which people give moral values to each other. According to Powney et al. It can be an activity that can take place in any human organisation. During which people are assisted by others, who may be older, in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behaviour for their own and others' long term well-being, and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others. There is a difference between literacy and education.
Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity. Indigenous education also refers to the teaching of the history, culture, and languages of Indigenous peoples of a region.
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
Co-teaching or team teaching is the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in the a common classroom, and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths. This approach can be seen in several ways. Teacher candidates who are learning to become teachers are asked to co-teach with experienced associate teachers, whereby the classroom responsibilities are shared, and the teacher candidate can learn from the associate teacher. Regular classroom teachers and special education teachers can be paired in co-teaching relationships to benefit inclusion of students with special needs.
Educational management refers to the administration of the education system in which a group combines human and material resources to supervise, plan, strategise, and implement structures to execute an education system. Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences. The education system is an ecosystem of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political heads, principals, teaching staff, non-teaching staff, administrative personnel and other educational professionals working together to enrich and enhance. At all levels of the educational ecosystem, management is required; management involves the planning, organising, implementation, review, evaluation, and integration of an institution. Research in educational management should explore the dynamic interplay among educational leaders, their followers, and the broader community to enhance the quality of teaching and learning outcomes.
In the United States, disciplinary literacy is the teaching of literacy within the defined disciplines of mathematics, science, English-language arts, and social studies. This process is defined as "the use of reading, rereading, investigating, speaking, and writing required to learn and form complex content knowledge appropriate to a particular discipline". Through the practices of disciplinary literacy, educators are to present content using real-world examples and connections, and do so in such a way as to accurately incorporate and exemplify the everyday lives of all students, regardless of race, gender, socioeconomic status, etc. As such, students are coached to become experts in each disciplinary field; that is, students are encouraged and expected to acquire and use skills, during reading, that professionals in each of the disciplines themselves are using. To note, disciplinary literacy does not demand reading skills be taught during instruction of various content areas, there is still some crossover, with the need to incorporate some reading skills, such as vocabulary instruction.
Comeniology or Comenius studies is the academic discipline dedicated to the comprehensive study of the life, contributions, and educational philosophy of John Amos Comenius (1592–1670). Hailing from Moravia, Comenius was not only an educator but also a prominent philosopher and theologian. His enduring influence has secured him a significant place in the annals of education, making him one of the most pivotal figures in the history of education and pedagogy.
References
- ↑ "PEDEUTOLOGIA - Définition et synonymes de pedeutologia dans le dictionnaire polonais". educalingo.com (in French). Retrieved 2024-02-04.
- ↑ Edward Dereń. "Quo vadis, edukacjo nauczycielska?". Portal 'Kształcenie nauczycieli w Polsce' (in Polish). Edward Dereń. Archived from the original on 2017-03-12. Retrieved 2017-03-11.
- ↑ Motyl, Karol (2014). The online forum of teachers – a challenge for pedeutology. Prace Naukowe Akademii Im. Jana Długosza W Częstochowie. Pedagogika 219–229. https://doi.org/10.16926/p.2014.23.16 OCLC 5810285571
- ↑ Madalińska-Michalak Joanna. 2021. Pedeutology. Legal and Ethical Bases of the Teaching Profession. University of Warsaw Press. OCLC 1402706589
- ↑ Kwiatkowski, Stefan (2023). "Pedeutology and hermeneutic pedagogy". Studia z Teorii Wychowania. XIV: 125–148. doi: 10.5604/01.3001.0054.1199 .
- ↑ Jazukiewicz, I. (2020). Pedeutology of the XXIas a positive social science. Studies on the Theory of Education, XI(2(31)), 39-53. https://doi.org/10.5604/01.3001.0014.3649.OCLC 9531086552
- ↑ Koliqi, H. (2022). Fjalor Enciklopedik i Edukimit [Encyclopedic Dictionary of Education] (in Albanian). Vol. 2. Prishtina: Universiteti i Prishtinës. p. 1163. ISBN 978-9951-00-320-9. OCLC 1390810425.